Assessment of Teacher Preparation, Professionalism and Economics Curriculum Implementation in Senior Secondary Schools in Southwestern Nigeria.
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Date
2024
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Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University.
Abstract
The study assessed teacher preparation, professionalism and Economics curriculum implementation in senior secondary schools in Southwestern Nigeria. The study examined the extent to which Economics curriculum used for teacher preparation have been captured. It determined the relevance of tertiary Economics curriculum to the teaching of Economics in senior secondary schools in the study area. It also determined the extent of professionalism of Economics teachers in secondary schools. Additionally, the study assessed the utilisation of instructional resources by Economics teachers in senior secondary schools and equally examined appropriateness in the use of teaching strategies by professional and non-professional Economics teachers in senior secondary schools the study area. These were with a view to providing information on the ways by which Economics teachers were being prepared in higher institutions, level of professionalism of Economics teachers in the senior secondary schools and the implementation of the subject’s curriculum in secondary schools in Southwestern Nigeria.
The study adopted mixed-method descriptive research design. The population consisted of Economics lecturers, teachers and students. The sample was 774 who were all selected using multistage sampling procedure. Five instruments were used to collect the data namely Checklist on Contents of Economics Curriculum in Higher Institutions (CCECHI), Questionnaire on Relevance of Tertiary Education Economics Curriculum Contents in Secondary Schools (QRTECCSS), Questionnaire on Professionalism of Teachers of Economics (QPTE), Instructional Resources Utilisation Checklist (IRUC) and Teaching Strategy Usage Checklist (TSUC). Data collected were analysed using simple frequency counts, percentages, mean, standard deviation, Relative Strength Index (RSI) and Kendal’s W significance.
The study found out that Principle of Economics, Micro Economics and Teaching Practice were the most captured Economics curriculum contents in higher institutions with highest mean (4.75) and standard deviation (0.77) while Financial Accounting and History of Economics Thoughts were least captured contents with lowest separate mean values of 3.55 and standard deviation of 0.54. The results also showed that the tertiary institutions’ Economics curriculum was highly relevant to the teaching of Economics in senior secondary schools as affirmed by 80.7% of the respondents. The result also revealed that only 21.4% of the Economics teachers in the secondary schools can be described as highly professional while 53.3% were non-professional. The study revealed that instructional resources were sparingly utilized as confirmed by Kendall’s W statistics (p =-0.046, p>0.05). Finally, the study found out that the most appropriately used instructional method for teaching of Economics was Cooperative Learning with highest Relative Strength Index (RSI) value of 0.803 while the least appropriately used instructional strategy was the Discovery Method with the lowest Relative Strength Index (RSI) value of 0.550.
The study concluded that the curriculum contents used for teachers’ preparation in higher institutions were fully captured and were relevant to the teaching of the subject in the senior secondary schools in Southwestern Nigeria. It equally concluded that implementation of the curriculum was marred with inadequate utilization of instructional materials and usage of non-recommended teaching strategies. The study also concluded that for Economics teacher to be recognized as a professional, he/she must be fully prepared through sound teacher education programmes and must be licensed by the Teachers Registration Council of Nigeria (TRCN).
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xv, 224
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Citation
Omosanjo, A.T.(2024). Assessment of Teacher Preparation, Professionalism and Economics Curriculum Implementation in Senior Secondary Schools in Southwestern Nigeria. Department of Art and Social Science Education, Faculty of Education, Obafemi Awolowo University.